Influence of Teacher-Community Relationship on Enrolment and Completion Rates of Pupils in Primary Schools in Aliero Local Government Area, Kebbi State, Nigeria

The study investigated the influence of the teacher-community relationship on enrolment and completion rates of pupils in primary schools in Aliero Local Government Area, Kebbi State, Nigeria. The study used a mixed-methods approach (Quantitative and Qualitative) to seek data from the respondents. The population for this study consisted of 14,337 respondents, including teachers, head-teachers, community leaders and parents/guardians within the Aliero Local Government Education Authority. A sample of 215 teachers, 389 parents and 29 community leaders were drawn through multi-stage sampling techniques. The study used questionnaires and in-depth interviews structured as open-ended questions with probes to substantiate the expected responses from the respondents. The face and content validity of the instruments was carried out by experts in the field of Sociology of Education, Administration and Management and Test and Measurement, Kebbi State University of Science and Technology Aliero. The instrument was further subjected to pilot testing and reliability coefficient of 0.75 and 0.78 were obtained for the variables: enrolment and completion rates, respectively using the Cronbach Alpha reliability test tool. Pearson Product Moment Correlation (PPMC) was used to answer the research questions. Findings revealed that the teacher-community relationship is significantly related to an increase in primary school pupils’ enrolment rate (r= .162** p=0.20) and completion rate (r= .787** p=0.33) in Aliero LGA. The relationship was a positive one. It was therefore recommended among others that positive teacher-community relationships should be maintained and strengthened to improve enrolment and completion rates of pupils as well as the general development of primary education in Aliero LGA of Kebbi State.